Hiring Johanna Gamboa-Kroesen for Music Education Prioritizes Students' Needs
In a groundbreaking study, Johanna Gamboa-Kroesen, a seasoned music educator with sixteen years of experience in Irvine schools, has suggested that de-emphasizing competition in music ensembles can unlock the door to improved student outcomes, including emotional well-being.
Gamboa-Kroesen's research found that student success correlates with a strong sense of community and belonging. Music ensembles, she observed, are places where students can feel a sense of belonging, often describing them as "these are my people". This observation led her to UCLA's doctoral program, where she aimed to measure the impact of music pedagogy on student success.
The study, which was conducted in five schools, revealed that music teachers were generally more effective when they de-emphasized competition and instead focused on shared responsibilities. This shift in approach offers a range of emotional, social, and cognitive benefits for students.
Emotionally, non-competitive music environments reduce performance anxiety and stress. By encouraging students to focus on personal and group growth rather than external judgment, they are better equipped to express emotions freely and manage stress more effectively. Socially, these settings foster collaboration and community, promoting skills like communication, empathy, and mutual respect, which enhance social well-being and build a supportive environment.
In terms of cognitive benefits, music participation improves focus and learning, promoting better academic outcomes. When competition is minimized, students can focus on mastering skills and enjoying music, fostering deeper engagement and consistent participation, which benefits long-term learning and achievement. Non-competitive ensembles also create a more inclusive environment, allowing diverse students—regardless of skill level—to participate fully, which can improve academic success, particularly for underserved groups.
Overall, de-emphasizing competition in music ensembles supports student success by promoting collaboration, emotional expression, and intrinsic motivation, which together enhance cognitive development, social skills, and emotional well-being. This inclusive, supportive approach aligns with research showing music education’s broad benefits beyond just performance outcomes.
Johanna Gamboa-Kroesen's findings have significant policy implications, as music education continues to be prioritized. Her work suggests that music is essential for student success and emotional well-being, with students who participated in welcoming musical ensembles being more likely to participate in other classes and less likely to engage in risk behaviors.
Gamboa-Kroesen's journey began when she noticed some students who excelled in her music class struggled in other areas. This observation led to her pursuit of a doctoral degree, where she aimed to measure the impact of music pedagogy on student success. After completing her M.M.Ed. at the Hartt School of Music in West Hartford, Connecticut, she embarked on her study, which would ultimately change the landscape of music education.
Despite the challenges, Gamboa-Kroesen's perseverance paid off. She won two teaching awards during her tenure in Irvine schools and secured a job in a school district in southern California following a phone interview on the side of the highway in 2006. Her work continues to inspire educators and students alike, demonstrating the transformative power of music education when competition takes a back seat to collaboration and community.
JohannaGamboa-Kroesen's study suggests that focusing on education-and-self-development, such as personal-growth through learning, could significantly enhance student success in music ensembles. By de-emphasizing competition and fostering a sense of community, these non-competitive environments promote emotional well-being, cognitive development, social skills, and improved academic outcomes.
